Indigenous Success Teacher - Literacy & Numeracy

School District No. 40 (New Westminster) proudly acknowledges that we live, learn, and work on the unceded and traditional territory of the Qayqayt First Nation, as well as all Coast Salish peoples. Guided by our commitment to equity, reconciliation, and student success, SD40 invites applications for the position of Indigenous Success Teacher – Literacy and Numeracy Focus (Elementary).

Position Summary Reporting to the District Principal of Indigenous Education and Equity, the Indigenous Success Teacher – Literacy and Numeracy Focus (Elementary) is a district‑based teaching role that supports Indigenous student achievement through culturally responsive, evidence‑based literacy and numeracy practices.

The Indigenous Literacy and Numeracy Teacher provides targeted classroom, small‑group, and pull‑out supports; completes and supports literacy and numeracy assessments; collaborates with students and their families, school‑based and district staff; contributes to culturally responsive programming that strengthens student engagement, belonging, and success. The role is district‑based and may require travel between schools.

Key Responsibilities Student Support and Instruction

Provide direct instructional support to Indigenous students in literacy and numeracy through classroom, small‑group, and targeted intervention models.

Support students experiencing barriers to engagement, learning, or regular attendance using relationship‑based and strengths‑focused approaches.

Incorporate Indigenous ways of knowing, being, and learning into literacy and numeracy instruction aligned with the First Peoples Principles of Learning.

Work directly with site‑based administrators, School‑Based Teams, and District staff on a daily basis.

Regularly collaborate with the District Literacy and Numeracy Facilitators to support Indigenous students' literacy and numeracy skill development.

Instructional Leadership and Collaboration

Collaborate with classroom teachers, school‑based teams, district staff, Indigenous Education staff, and administrators to support student success.

Participate in School‑Based Team meetings, case planning, and district consultation processes.

Support the design, implementation, and monitoring of literacy and numeracy interventions at Tier 1, Tier 2, and Tier 3 levels.

Model, co‑teach, and support culturally responsive, evidence‑based instructional practices.

Assessment, Data, and Program Planning

Support the use of assessment data, screening tools, and progress monitoring to identify learning needs and measure impact.

Assist schools and district teams in analyzing student learning data to inform instructional and re‑engagement planning.

Contribute to district literacy and numeracy planning, frameworks, and resource development.

Support audit requirements.

Build and maintain respectful, trust‑based relationships with students, families, and caregivers.

Family and Community Engagement

Act as a liaison between schools, families, community agencies, and Indigenous organizations.

Support and participate in Indigenous cultural, community, and district events, gatherings, and ceremonies.

Work with the Indigenous Outreach Worker to support student re‑engagement plans.

Professional Learning and District Initiatives

Support professional learning for educators related to literacy, numeracy, Indigenous Education, and culturally responsive pedagogy.

Contribute to district priorities related to equity, inclusion, reconciliation, and Indigenous student success.

Maintain accurate documentation, student records, and reports as required by the district.

Perform related duties as assigned.

Required Qualifications

Completion of a recognized teacher education program.

Valid BC Teaching Certificate.

Significant classroom experience, preferably in the elementary setting, with demonstrated strength in literacy and/or numeracy instruction.

Demonstrated knowledge of Indigenous histories, cultures, worldviews, and contemporary issues, including the impacts of colonization and intergenerational trauma.

Strong understanding of evidence‑based literacy and numeracy instruction, assessment, and intervention.

Experience using assessment data to guide instructional planning and monitor progress.

Proven ability to collaborate effectively with school and district teams.

Ability to work flexibly and collaboratively in a district‑based role.

Strong communication, organization, and reflective practice skills.

Commitment to ongoing professional learning in Indigenous Education, literacy and numeracy instruction, and inclusive instructional practices.

Preferred Qualifications

Diploma (UBC or equivalent 30 credit program), Master's degree in Special Education, equivalent experience, or preferably comprising of coursework in the following areas: students with special needs, strategies for adapting and modification of curriculum, diverse abilities and disabilities, giftedness, assistive technology or augmentative communication, ASD, Functional Behaviour Assessment, Positive Behaviour Support, and differentiation.

Level B Assessment qualification (EPSE 421 or equivalent).

Preference will be given to candidates who identify as Indigenous.

Compensation

Salary and benefits in accordance with the SD40 Teachers’ Collective Agreement, commensurate with qualifications and experience.

District‑based role requiring travel between schools.

Additional Posting Information School District No. 40 (New Westminster) is an equal opportunity employer. New Westminster Schools welcomes and encourages applications from women, visible minorities, Indigenous persons, persons with disabilities, persons of any sexual orientation, any gender identity or gender expression. If you require an accommodation through our hiring process, please email equity@sd40.bc.ca.

School District No. 40 (New Westminster) has been given approval from the Human Rights Tribunal for a Special Program under s.42(3) of the Human Rights Code. Under this special program, New Westminster Schools seeks to preferentially hire Indigenous persons to a variety of teaching positions. Therefore, each applicant may wish to provide, on a voluntary basis, whether they self‑identify as a First Nations, Metis, or Inuit person; please do so by emailing Gordana Ballarin, HR Manager, at gballarin@sd40.bc.ca.

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